Wat kan er nog geschreven worden? Ontelbare identiteiten, racisme en microrevoluties
In: Tijdschrift sociologie, Band 4, S. 22-26
ISSN: 2666-9943
Boekbespreking van Mijn ontelbare identiteiten van Sinan Çankaya
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In: Tijdschrift sociologie, Band 4, S. 22-26
ISSN: 2666-9943
Boekbespreking van Mijn ontelbare identiteiten van Sinan Çankaya
In: Identities: global studies in culture and power, Band 30, Heft 4, S. 529-548
ISSN: 1547-3384
In: Qualitative research, Band 23, Heft 2, S. 451-466
ISSN: 1741-3109
This article aims to contribute to the literature on power dynamics and researchers' positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who 'lack' cultural capital, (unintentionally) drew boundaries against the researcher herself. In turn, it illustrates how during interviews with working-class children, manners had to be adopted with which the researcher is no longer familiar. This article calls on ethics committees to more strongly consider how researchers might become 'vulnerable' themselves during fieldwork and to acknowledge intersectional experiences that potentially cause power dynamics to shift, even in research involving groups that are socially believed to have little power, such as children.
In: Sociological research online, Band 26, Heft 3, S. 581-600
ISSN: 1360-7804
In this article, we draw on interviews with pupils aged 11–13 years, to analyse children's aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on repertoires of individual social mobility to express their faith in personal agency and meritocracy. In doing so, these children use narratives of upwards mobility that have arisen in very different socio-economic and political contexts to make sense of inequality in their own locality.